improving vocabulary mastery of the fifth …eprints.umk.ac.id/3259/1/hal_judul.pdf · brother and...

IMPROVING VOCABULARY MASTERY OF THE FIFTH

GRADE STUDENTS OF MI NU NURUS SHOFA

KARANGBENER KUDUS IN ACADEMIC YEAR 2013/2014

BY USING GESTURE GAME

BY:

RAHMA NUR FADLILA

NIM 201032075

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2014

iii

IMPROVING VOCABULARY MASTERY OF THE FIFTH

GRADE STUDENTS OF MI NU NURUS SHOFA

KARANGBENER KUDUS IN ACADEMIC YEAR 2013/2014

BY USING GESTURE GAME

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana Program

in English Education

By:

Rahma Nur Fadlila

NIM 201032075

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2014

iv

MOTO AND DEDICATION

Moto

There is a way, when there is a will.

Anything that we have learned, it would be useful for us.

This skripsi is dedicated to:

Her beloved Parents

Her beloved brother

Her beloved sister

Her beloved grandfather

and grandmother

Her beloved friends in UMK

vii

ACKNOWLEDGEMENT

First of all, the researcher would like to say thanks to Allah SWT for all of

mercy and blessing to the researcher with health, power and motivation to finish

her skripsi entitled “ Improving Vocabulary Mastery of The Fifth Grade Students

of MI NU Nurus ShofaKarangbener Kudus in Academic Year 2013/2014 by

Using Gesture Game”.

Furthermore, the researcher would like to express the sincerity gratitude and

appreciation for the available assistance given by many people in finishing this

research. They are:

1. Dr. Drs. Slamet Utomo, M.Pd as the Dean of English Education

Department of Teacher Training and Education Faculty of Muria Kudus

University.

2. Diah Kurniati, S.Pd, M.Pd as the Head of English Education Department of

Teacher Training and Education Faculty of Muria Kudus University.

3. Drs. Suprihadi, M.Pd. as the first advisor who has always give the best

suggestions, guidance, advice and motivation to the researcher in finishing

the final project.

4. Fajar Kartika, S.S, M.Hum as the second advisor. Thanks for your valuable

help, advice, guidance and motivation to the researcher to finishing the

project.

5. All lecturers in Teacher Training and Education Faculty UMK especially

English Education Department.

viii

6. Moch. Bachrun Syukron, S.Pd.I, the Head master of MI NU Nurus Shofa

Karangbener, Kudus who give the researcher a permission to do the

research and support the researcher in writing the skripsi.

7. Indah Zuliani, S.Pd.I, the English teacher of MI NU Nurus Shofa,

Karangbener, Kudus and all of the fifth grade students of MI NU Nurus

Shofa, Karangbener, Kudus in acadermic year 2013/2014.

8. Her beloved parents, (Moh. Ramelan and Nuryati) and also her beloved

brother and sister (M. Nafi Uddin Azza, Nurul Aula Nisya and Ela

Septiyani) who always give prayer, support, motivation and moral

encouragement to finish her skripsi.

9. Her beloved grandmother and grandfather who always give prayer, support

and motivation.

10. Her beloved aunt Untari, S.Pd who asked the researcher to continue her

study at this university.

11. Her beloved Family in Karangbener Kudus ( Raficha, aunty Siti Khalimah,

uncle M. Sami’un, Tiara,Ahmad, Eli) who has given support, motivation

and prayer for her.

12. All of her beloved friends Rifa, Nayla, Yeni, Umi, Dwi, Tri, Olip, Nana,

Ayuk, Menik, Linda, Retno, Aida, Ika, Desi, Yuli, Anita, Nurs,Olga,

Ferina, Silvi, Uni, Cyntia,Erni.

ix

Hopefully, this skripsi can give constribution and motivation to the

teaching learning process. Then, suggestion and criticism from the reader will be

fully appreciated and always welcomed. She hopes this skripsi will be useful for

everyone who concern to the topic.

Kudus, 2014

Rahma Nur Fadlila

x

ABSTRACT

Fadlila, Rahma Nur. 2014. “Improving Vocabulary Mastery of the Fifth Grade

Students of MI NU NurusShofaKarangbener Kudus in Academic Year

2013/2014 by Using Gesture Game”. Skripsi, English Education

Department Teacher Training and Education Faculty Muria Kudus

University. Advisors: (1) Drs. Suprihadi, M.Pd (2) Fajar Kartika, S.S.

M.Hum.

Key word : Vocabulary Mastery, Gesture Game and Classroom Action Research.

Vocabulary is the basic element of language that has to be mastered by

young learners to study English. Without mastering vocabulary earlier young

learners will get problem to continue their study. Teaching vocabulary in

elementary school is not easy, the students are difficult to understand and

memorize vocabulary. This condition also happened in MI NU Nurus Shofa

Karangbener Kudus. After analyzing the problems, the researcher assumes to give

an appropriate technique that is Gesture Game Technique to improve students’

vocabulary mastery.

The objective of the research is to improve students’ vocabulary mastery by

using gesture game of the Fifth Grade Sudents of MI NU Nurus Shofa

Karangbener Kudus in Academis Year 2013/2014 through Classroom Action

Research (CAR). The Classroom Action Research was conducted by the teacher

to make improvement in score and also in teaching learning process. In this

research there are 2 cycles and each cycle consists of four steps; they are:

planning, acting, observing, and reflecting. This research was conducted at fifth

grade students of MI NU Nurus Shofa Karangbener Kudus in Academis Year

2013/2014 that consist of 28 students.

The result shows that the students’ vocabulary mastery improve from cycle I

until cycle II. In pre-cycle, the average of the students’ vocabulary score is 61.53,

in cycle I the average of the students’ vocabulary score is 71.78 and in the cycle

II of the students’ vocabulary score is 89.28. Besides, the students and teacher’s

activity are improved and the problem that faced by the teacher are decreased in

every cycle.

Therefore, the researcher conclude that the use of gesture game can

improve students’ vocabulary and it is an effective technique to use at the fifth

grade students of MI NU Nurus ShofaKarangbener Kudus in Academic Year

2013/2014. So, the researcher recommends suggestion. Teacher could use Gesture

Game as a technique of teaching and learning to teach English especially English

vocabulary.

xi

ABSTRAK

Fadlila, Rahma Nur. 2014. “Improving Vocabulary Mastery of the Fifth Grade

Students of MI NU NurusShofa Karangbener Kudus in Academic Year

2013/2014 by Using Gesture Game”. Skripsi. Program Studi Pendidikan

Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria

Kudus. Pembimbing: (1)Drs.Suprihadi, M.Pd (2) Fajar Kartika, SS.

M.Hum.

Kata Kunci:Vocabulary Mastery, Gesture Game and Classroom Action Research

Kosakata merupakan unsur-unsur dasar dari bahasa yang harus dikuasai

oleh pebelajar muda untuk belajar tentang bahasa Inggris. Tanpa menguasai

kosakata lebih awal, pebelajar muda akan mengalami masalah di tingkat yang

lebih tinggi. Pengajaran kosakata di tingkat sekolah dasar sangatlah tidak mudah,

siswa mengalami kesulitan dalm memahami maupun mengingat kembali kosakata

dalam bahasa Inggris. Hal tersebut juga terjadi di MI NU Nurus Shofa

Karangbener Kudus. Setelah menganalisis masalah, peneliti mencoba memberikan

tehnik yang tepat untuk meningkatkan penguasaan kosakata dalam bahasa Inggris

yaitu Gesture Game.

Tujuan dari penelitian in adalah untuk meningkatkan penguasaan kosakata

pada siswa kelas 5 MI NU Nurus Shofa Karangbener Kudus tahun ajaran

2013/2104 melalui Penelitian Tindakan Kelas (PTK). Penelitian Tindakan Kelas

ini dilakukan oleh guru untuk meningkatkan nilai siswa maupun kualitas proses

dalam pembelajaran siswa. Dalam penelitian ini terdapat dua siklus yang dalam

setiap siklusnya terdiri dari : merencanakan, melakukan tindakan, mengamati dan

merefleksi. Penelitian ini ditujukan pada siswa kelas 5 MI NU Nurus Shofa

Karangbener Kudus tahun ajaran 2013/2014 yang terdiri dari 28 siswa.

Hasil dari penelitian in menunjukan adanya peningkatan pada siklus

pertama sampai siklus kedua. Dalam siklus pendahuluan nilai rata-rata siswa

adalah 61.53,di siklus pertama nilai rata-ratanya 71.78 sedangkan di siklus kedua

nilai rata-ratanya 89.28. Sementara itu, aktifitas guru dan siswa di kelas juga

mengalami peningkatan dan masalah yang ada juga sudah berkurang dalam setiap

siklus.

Oleh karena itu, peneliti menyimpulkan bahwa penggunaan gesture game

dapat meningkatkan kosakata bahasa Inggris siswa dan ini juga merupakan tehnik

yang efektif untuk diajarkan pada siswa kelas 5 MI NU Nurus Shofa Karangbener

Kudus tahun ajaran 2013/2014. Peneliti juga menganjurkan untuk menggunakan

gesture game sebagai salah satu tehnik untuk pembelajaran khususnya kosakata

bahasa Inggris.

xii

TABLE OF CONTENTS

Page

COVER ......................................................................................................... i

LOGO ............................................................................................................ ii

TITLE ........................................................................................................... iii

MOTTO AND DEDICATION .................................................................... iv

ADVISORS’ APPROVAL .......................................................................... v

EXAMINERS’ APPROVAL ....................................................................... vi

ACKNOWLEDGEMENT ........................................................................... vii

ABSTRACT .................................................................................................. x

ABSTRAK .................................................................................................... xi

TABLE OF CONTENT ............................................................................... xii

LIST OF TABLES ....................................................................................... xvi

LIST OF FIGURES ..................................................................................... xviii

LIST OF APPENDICES ............................................................................. xix

CHAPTER I INTRODUCTION

1.1 Background of the Research ................................................................. 1

1.2 Statement of the Problems .................................................................... 3

1.3 Objectives of the Research ................................................................... 4

1.4 Significance of the Research ................................................................ 4

1.5 Scope of the Research ........................................................................... 5

1.6 Operational Definition .......................................................................... 5

CHAPTER II REVIEW TO RELATED LITERATURE AND

HYPOTHESIS

2.1 Teaching English to Young Learners ................................................... 6

2.1.1 Types of Learners ................................................................................. 7

2.1.2 Teaching English to Young Learners in MI NU Nurus Shofa ............. 8

2.1.3 The Purpose of Teachig English in MI NU Nurus Shofa ..................... 9

xiii

2.1.4 The Material of Teaching English Vocabulary in MI NU Nurus

Shofa ................................................................................................... 9

2.1.5 Technique of Teaching English in MI NU Nurus Shofa ...................... 10

2.2 Teaching Vocabulary in MI NU Nurus Shofa ...................................... 10

2.2.1 Curriculum of Teaching English in MI NU Nurus Shofa..................... 11

2.3 Vocabulary ............................................................................................ 12

2.3.1 Technique of Teaching Vocabulary ...................................................... 13

2.3.2 Purpose of Teaching Vocabulary.......................................................... 14

2.4 Gesture Game as Vocabulary Teaching Technique.............................. 14

2.4.1 Steps of Teaching by Using Gesture Game in MI NU Nurus Shofa .... 17

2.5 Advantages and Disadvantages Using Gesture Game .......................... 18

2.6 Review of Previous Research ............................................................... 19

2.7 Theoretical Framework ......................................................................... 20

2.8 Action Hypothesis ................................................................................ 21

CHAPTER III METHOD OF RESEARCH

3.1 Setting and Characteristic Subject of The Research ............................. 22

3.2 Variable of The Research ..................................................................... 23

3.3 Design of The Research ........................................................................ 23

3.3.1 Planning ................................................................................................ 24

3.3.2 Action ................................................................................................... 25

3.3.3 Observation ........................................................................................... 26

3.3.4 Analysis and Reflection ........................................................................ 26

3.4 Procedure of the Research .................................................................... 26

xiv

3.5 Data Analysis ........................................................................................ 27

3.5.1 Observation Sheet ................................................................................. 28

3.5.2 Students’ Achievement test .................................................................. 28

CHAPTER IV FINDING OF THE RESEARCH

4.1 Analysis of Pre-Cycle ......................................................................... 31

4.2 The Result of Cycle 1 ......................................................................... 35

4.2.1 Planning .............................................................................................. 35

4.2.2 Action ................................................................................................. 36

4.2.3 Observation ........................................................................................ 37

4.2.4 Analysis and Reflection ..................................................................... 45

4.3 The Result of Cycle 2 ......................................................................... 50

4.3.1 Planning .............................................................................................. 50

4.3.2 Action ................................................................................................. 51

4.3.3 Observation ........................................................................................ 52

4.3.4 Analysis and Reflection ..................................................................... 59

CHAPTER V DISCUSSION

5.1 The Implementation of Gesture Game to Improve Vocabulary

Mastery of the Fifth Grade Students of MI NU Nurus Shofa

Karangbener Kudus in Academic Year 2013/2014 ............................ 64

5.2 The Improvement of the English Vocabulary Mastery of the Fifth

Grade Students of MI NU Nurus Shofa Karangbener Kudus

by Using Gesture Game ..................................................................... 66

5.3 The Process of Teaching English by Using

Gesture Game Technique ................................................................... 67

xv

CHAPTER VI CONCLUSION AND SUGGESTIONS

6.1 Conclusion .......................................................................................... 69

6.2 Suggestions ......................................................................................... 70

REFERENCES ............................................................................................. 71

APPENDICES .............................................................................................. 73

STATEMENT ............................................................................................... 102

CURRICULUM VITAE .............................................................................. 105

xvi

LIST OF TABLES

Table Page

Table 2.1 The Material of English lesson of the fifth grade........................ 10

Table 3.1 The criterion of the Mean Score to improve vocabulary

mastery of the fifth grade students of MI NU Nurus Shofa

Karangbener Kudus in academic year 2013/2014 ...................... 30

Table 4.1 The Result of English Final Test Score of the Fifth Grade

Students of MI NU Nurus Shofa Karangbener Kudus In

Academic Year 2013/2014 .......................................................... 32

Table 4.2 Percentage of Pre-cycle Students’ Achievement ........................ 33

Table 4.3 The Layout of Teacher and Student’s Activities in process of

Teaching English Vocabulary by Using Gesture Game

of Cycle 1 (1st Meeting) ............................................................ 38

Table 4.4 The Layout of Teacher and Student’s Activities in process

of Teaching English Vocabulary by Using Gesture Game

of Cycle 1 (2nd

Meeting) .............................................................. 42

Table 4.5 The Result of the Test in the First Cycle of the Fifth Grade

Students of MI NU Nurus Shofa Karangbener Kudus ............... 46

Table 4.6 Percentage of Cycle 1 Students’ Achievement ........................... 47

Table 4.7 The Layout of The Teacher and Student’s Activities in the

Process of Teaching English Vocabulary by Using Gesture

Game of Cycle 2 (1st meeting) .................................................... 53

Table 4.8 The Layout of The Teacher and Student’s Activities in the

Process of Teaching English Vocabulary by Using Gesture

Game of Cycle 2 (2nd

meeting) ................................................... 56

Table 4.9 The Result of second Cycle of the Fifth grade of MI NU

Nurus Shofa Karangbener Kudus................................................ 59

xvii

Table 4.10 Percentage of Cycle 2 Students’ Achievement ........................... 61

Table 4.11 Recapitulation of the average Score of the Students ................... 62

Table 4.12 Recapitulation of the Students’ Achievement Criteria ................ 62

xviii

LIST OF FIGURES

Figure Page

Figure 3.1 Cyclical AR model based on Kemmis and McTaggart ............... 24

Figure 4.1 Diagram of Achievement Criteria Percentage for English Subject

of the Fifth Grade Students of MI NU Nurus Shofa Karangbener

Kudus in Academic Year 2013/2014 ......................................... 34

Figure 4.2 Diagram of Achievement Criteria Percentage between Pre-cycle

and Cycle 1 of the Fifth Grade Students of MI NU Nurus

Shofa Karangbener Kudus in Academic Year 2013/2014 .......... 48

Figure 4.3 Diagram of Interpretation Data between Pre-cycle, Cycle 1

and Cycle 2 of the Fifth Grade Students of MI NU Nurus

Shofa Karangbener Kudus in Academic Year 2013/2014 .......... 63

xix

LIST OF APPENDICES

Appendix Page

Appendix 1 Syllabus of the Fifth Grade Students of MI NU Nurus Shofa

Karangbener Kudus in Academic Year 2013/2014 ................ 73

Appendix 2 The List of the Fifth Grade Students of MI NU Nurus Shofa

Karangbener Kudus in Academic Year 2013/2014 ................ 75

Appendix 3 Lesson Plan 1 Improving Vocabulary Mastery of the Fifth


in Academic Year 2013/2104 by Using Gesture Game ........ 76



in Academic Year 2013/2104 by Using Gesture Game ......... 82

Appendix 5 Lesson Plan 3Improving Vocabulary Mastery of the Fifth






Appendix 7 Students’ Worksheet in Cycle 1 ............................................ 97

Appendix 8 Students’ Worksheet in Cycle 2 ............................................ 99

improving vocabulary mastery of the fifth …eprints.umk.ac.id/3259/1/hal_judul.pdf · brother and...

Documents